Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)




This dissertation provides a history and analysis of the educational experiences and scholarly texts of three female historians. The study employs the combined frameworks of Haraway's €˜situated knowledges' and Life History for examining three female historians who were involved in three integrated aspects of knowledge production: scholar, educator and author. The three case studies examine the lives of Elizabeth Peabody (1804-1894), Caroline Dall (1822-1912), and Mary L. Booth (1831-1889), with an analytical focus on their Antebellum Era, mid-nineteenth-century historical publications. A core contention is that knowledge production by women and, in particular, historical texts produced for schools and public consumption were more prevalent than current histories credit. The dissertation reconstructs the participatory role of women as historians, teachers and public figures during a period of varied educational pathways available for young women, including the influence of educational networks, informal educational practices and autodidactism. The primary interrelationship that is examined here is between education (both formal and informal), occupational aspirations, and historical productions of three women that includes analysis of their influence for the field of history in nineteenth-century America.